Chapter 1

Introduction to Assessment
In Learning

Lesson 1: Basic Concepts and Principles in Assessing Learning

To successfully describe the nature of assessment in learning, develop a concept map of its basic concepts and document
the experiences of teachers who apply its principles. To do so, you need to read the following information about the basic concepts,
measurement frameworks, and principles in assessing learning. You are expected to read this information before discussion,
analysis, and evaluation when you meet the teacher face-to-face or in your virtual classroom. If the information provided in this
worktext is not enough, you can search for more information in the internet.

In this lesson, you are expected to:

● Describe assessment in learning and related concepts and
● Demonstrate understanding of the different principles in assessing learning through the preparation of an assessment
plan.

WHAT IS ASSESSMENT IN LEARNING?

The word assessment is rooted in the Latin word assidere, which means “to sit beside another.” Assessment is generally
defined as the process of gathering quantitative and/or qualitative data for the purpose of making decisions. Assessment in learning
is a vital to the educational process similar to curriculum and instruction. Schools and teachers will not be able to determine the
impact of curriculum and instruction on students or learners without assessing learning. Therefore, it is important that educators
have knowledge and competence in assessing learners.
Assessment in Learning can be defined as the systematic and purpose-oriented collection, analysis, and interpretation of
evidence of student learning in order to make informed decisions relevant to the learners. In essence, the aim of assessment is to
use evidence on student learning to further promote and manage learning. Assessment in learning can be characterized as (a) a
process, (b) based on specific objectives, and (c) from multiple sources.

How is assessment in learning similar or different from the concept of measurement or evaluation of learning?
Measurement can be defined as the process of quantifying the attributes of an object, whereas evaluation may refer to the process
of making value judgments on the information collected from measurement based on specified criteria. In the context of assessment
in learning, measurement refers to the actual collection of information on student learning through the use of various strategies and
tools, while evaluation refers to the actual process of making a decision or judgment on student learning based on the information
collected from measurement. Therefore, assessment can be considered as an umbrella term consisting of measurement and
evaluation. However, there are some authors who consider assessment as distinct and separate from evaluation and evaluation
(e.g., Huba and Freed 2000, Popham 1998).

Assessment and Testing

The most common form of assessment is testing. In the educational context, testing refers to the use of a test or battery of
tests to collect information on student learning over a specific period of time. A test is a form of assessment, but not all assessment
use tests or testing. A test can be categorized as either a selected response (e.g., matching-type of test) or constructed response (e.g.,
essay test, short answer test). A test can make use of objective format (e.g., multiple choice, enumeration) or subjective format (e.g.,
essay). The objective format provides for a more bias-free scoring as the test items have exact correct answers. On the other hand,
the subjective format allows for a less objectives means of scoring, especially if no rubric is used. A table of specification (TOS) - a
table that maps out the essential aspects of a test (e.g., test objectives, contents, topics covered by the test, item distribution) - is
used in the design and development of a tests. Descriptive statistics are typically used to describe and interpret the results of tests. A
test is said to be good and effective if it has acceptable psychometric properties. This means that a test should be valid, reliable, has
acceptable level of difficulty, and can discriminate between learners with higher and lower ability. Teachers are expected to be
competent in the design and development of classroom tests.
Assessment and Grading
A related concept to assessment in learning is grading, which can be defined as the process of assigning value to the
performance or achievement of a learner based on specified criteria or standards. Aside from tests, other classroom tasks can serve
as bases for grading learners. These may include a learner’s performance in recitation, seatwork, homework, and project. The final
grade of a learner in a subject or course is the summation of information from multiple sources (i.e., several assessment tasks or
requirements). Grading is a form of evaluation which provides information on whether a learner passed of failed a subject or a
particular assessment task. Teachers are expected to be competent in providing performance feedback and communicating the
results of assessment tasks or activities to relevant stakeholders.

What are the different measurement frameworks used in assessment?

The two most common psychometric theories that serve as frameworks for assessment and measurement, especially in the
determination of the psychometric characteristics of a measure (e.g., tests, scale), are the classical test theory (CTT) and the item
response theory (IRT).

The CTT, also known as the true score theory, explains that variations in the performance of examinees on a given measure
is due to variations in their abilities. The CTT assumes that an examinee’s observed score in a given measure is the sum of the
examinee’s true score and some degree of error in the measurement caused by some internal and external conditions. Hence, the
CTT also assumes that all measures are imperfect, and the scores obtained from a measure could differ from the true score (i.e., true
ability) of an examinee.
The CTT provides an estimation of the item difficulty based on the frequency or number of examinees who correctly answer
a particular item; items with fewer number of examinees with correct answer are considered more difficult. The CTT also provides an
estimation of item discrimination based on the number of examinees with higher or lower ability to answer a particular item. If an
item is able to distinguish between examinees with higher ability (i.e., higher total test score) and lower ability (i.e., lower test
score), then an item is considered to have good discrimination. Test reliability can also be estimated using approaches from CTT
(e.g., Kunder-Richardson 20, Cronbach’s alpha). Item analysis based on CTT has been the dominant approach because of the
simplicity of calculating the statistics (e.g., item difficulty index, item discrimination index, item-total correlation).
The IRT, on the other hand, analyzes test items by estimating the probability that an examinee answers an item correctly or
incorrectly. One of the central differences of IRT from CTT is that IRT, it is assumed that the characteristic of an item can be
estimated independently of the characteristic or ability of the examinee and vice-versa. Aside from item difficulty and item
discrimination indices, IRT analysis can provide significantly more information on items and tests, such as fit statistics, item
characteristic curve (ICC), and test characteristic curve (TCC). There are also different IRT models (e.g., one-parameter model, three-
parameter model) which can provide different item and test information that cannot be estimated using the CTT. In previous years,
there have been an increase in the use of IRT analysis as measurement framework despite the complexity of the analysis involved
due to the availability of IRT software.

What are the different types of assessment in learning?

Assessment in learning could be of different types. The common types are formative, summative, diagnostic, and
placement. Other experts would describe the types of assessment as traditional and authentic.

Formative Assessment refers to assessment activities that provide information to both teachers and learners on how they
can improve the teaching learning process. This type of assessment is formative because it is used at the beginning and during
instruction for teachers to assess learners’ understanding. The information collected on the student learning allows teachers to
make adjustments to their instructional process and strategies to facilitate learning. Through performance reports and teacher
feedback, formative assessment can also inform learners about their strengths and weaknesses to enable them to take steps to
learn better and improve their performance as the class progresses.

Summative Assessment are assessment activities that aim to determine learners’ mastery of content or attainment of
learning outcomes. They are summative, as they are supposed to provide information on the quantity or quality of what students
have learned or achieved at the end of instruction. While data from summative assessment are typically used for evaluating learners’
performance in class, these data also provide teachers with information about the effectiveness of their teaching strategies and how
they can improve their instruction in the future. Through performance reports and teacher feedback, summative assessment can
also inform learners about what they have done well and what they need to improve on in their future classes or subjects.

Diagnostic Assessment aims to detect the learning problems or difficulties of the learners so that corrective measures or
interventions are done to ensure learning. Diagnostic assessment is usually done right after seeing signs of learning problems in the
course of teaching. It can also be done at the beginning of the school year for spirally-designed curriculum so that corrective actions
are applied if pre-requisite knowledge and skills for the targets of instructions have not been mastered yet.

Placement Assessment is usually done at the beginning of the school year to determine what the learners already know or
what are their needs that could inform design of instruction. Grouping of learners based on the results of placement assessment is
usually done before instruction to make it relevant to address the needs or accommodate the entry performance of the learners.
The entrance examination given in schools is an example of a placement assessment.

Traditional Assessment refers to the use of conventional strategies or tools to provide information about the learning of
students. Typically, objective (e.g., multiple choice) and subjective (e.g., essay) paper-and-pencil tests are used. Traditional
assessments are often used as basis for evaluating and grading learners. They are commonly used in classrooms because they are
easier to design and quicker to be scored. In general, traditional assessments are viewed as an inauthentic type of assessment.

Authentic Assessment refers to the use of the assessment strategies or tools that allow learners to perform or create a
product that are meaningful to the learners, as they are based on the real-world contexts. The authenticity of assessment tasks is
best described in terms of degree rather than the presence or absence of authenticity. Hence, an assessment can be more authentic
or less authentic compared with other assessments. The most authentic assessments are those that allow performances that most
closely resemble real-world tasks or applications in real-world settings or environment.

What are the different principles in assessing learning?

 There are many principles in the assessment in learning. Based on the different readings and references on these principles,
the following may be considered as core principles:

1. Assessment should have a clear purpose. Assessment starts with a clear purpose. The methods used in collecting
information should be based on this purpose. The interpretation of the data collected should be aligned with the purpose
that has been set. This assessment principle is congruent with the outcome-based education (OBE) principles of clarity of
focus and design down.

2. Assessment is not an end in itself. Assessment serves as a means to enhance student learning. It is not a simple recording
or documentation of what learners know and do not know. Collecting information about student learning, whether
formative or summative, should lead to decisions that will allow improvement of the learners.

3. Assessment is an ongoing, continuous, and a formative process. Assessment consists of a series of tasks and activities
conducted over time. It is not a one-shot activity and should be cumulative. Continuous feedback is an important element
of assessment. This assessment principle is congruent with the OBE principle of expanded opportunity.

4. Assessment is learner-centered. Assessment is not about what the teacher does but what the learner can do. Assessment
of learners provides teachers with an understanding on how they can improve their teaching, which corresponds to the goal
of improving student learning.

5. Assessment is both process- and product-oriented. Assessment gives equal importance to learner performance or product
and the process they engage in to perform or produce a product.

6. Assessment must be comprehensive and holistic. Assessment should be performed using a variety of strategies and tools
designed to assess student learning in a holistic way. Assessment should be conducted in multiple periods to assess learning
over time. This assessment principle is also congruent with the OBE principle of expanded opportunity.

7. Assessment requires the use of appropriate measures. For assessment to be valid, the assessment tools or measures used
must have sound psychometric properties, including, but not limited to, validity and reliability. Appropriate measures also
mean that learners must be provided with challenging but age- and context-appropriate assessment tasks. This assessment
principle is consistent with the OBE principle of high expectations.

8. Assessment should be as authentic as possible. Assessment tasks or activities should closely, if not fully, approximate real-
life situations or experiences. Authenticity of assessment can be thought of as a continuum from least authentic to most
authentic, with more authentic tasks expected to be more meaningful for learners.

Week 1- a
Name:_________________________________
Subject/Time:___________________________
Instructor’s name: _______________________
Instructions: a.) Using other bond papers/papers strictly prohibited.

⮚ DEVELOP

To determine whether you have acquired the needed information about the basic concepts and principles in assessment,
use the space provided to draw a metaphor (i.e., any object, thing, or action you could liken assessment to) that will visually
illustrate what is assessment in learning. Everyone will share and discuss the metaphors they have drawn in class.

EXAMPLE: A thermometer can be drawn as a metaphor for assessment if you consider measurement or collection of information
from a person (i.e., student) as central in the assessment process. A thermometer is a device that collects information about a
person’s body temperature, which provides information on whether a person’s body temperature is normal or not (i.e., high
temperature could be a symptom of fever). The information is then used by medical personnel to make decisions relative to the
collected information. This is similar to the process of assessment.
 Application week 1- b
Name:_________________________________
Subject/Time:___________________________
Instructor’s name: _______________________

Instructions: a.) Using other bond papers/papers strictly prohibited.

⮚ APPLY
Based on the lessons on the basic concepts and principles in assessment in learning, select five core principles in assessing
learning and explain them in relation to your experience with a previous or current teacher in one of your courses/subjects.
EXAMPLE:
PRINCIPLE ILLUSTRATION OF PRACTICE

✔ Assessment should be as authentic In our practicum course, we were asked to prepare a lesson plan then execute the
as possible plan in front of the students with my critic teacher around to evaluate my
performance. The actual planning of the lesson and its execution in front of the
class and the critic teacher is a very authentic way of assessing my ability to design
and deliver instruction rather than being assessed through demonstration in front
of my classmates in the classroom.

Given the example, continue the identification of illustrations of assessment practices guided by the principles discussed in
the class.
Share your insights on how your teacher’s assessment practices allowed you to improve your learning.
Principle Illustration of Practice

1.

2.

3.

4.

5.